克拉申“情感过滤假说”在高中英语词汇教学中的应用及启示
The Application and Implications of Krashen’s “Affective Filter Hypothesis” in High Schools English Vocabulary Teaching

自20世纪60年代以来，西方学者们开始探讨情感因素对语言学习的影响，其中最广为认可的理论之一是克拉申的情感过滤假说。该假说认为情感因素就像学生学习的过滤器，对学生的语言学习产生重要的影响。现如今，高中阶段的词汇教学重记忆轻应用，缺乏文化背景知识，记忆方法单一，导致学生的学习兴趣下降。面对此困境，本文基于情感过滤假设理论的指导，探讨了英语词汇的教学方法，并列举大量实例进行阐述，希望对教师今后的英语词汇教学实践有所启发。
Since the 1960s, Western scholars have begun to explore the influence of affective factors on language learning, and one of the most widely recognized theories is Krashen’s “Affective Filter Hypothesis”. The hypothesis believes that affective factors are like filters for students’ learning, which has an important influence on students’ language learning. Nowadays, vocabulary teaching at the senior high school emphasizes memorization rather than application, lacks cultural background knowledge, and has a single method of memorization, which leads to the decline of students’ learning interests. In the face of this dilemma, this paper discusses the teaching methods of English vocabulary based on the guidance of Krashen’s “Affective Filter Hypothesis” and cites a large number of examples for elaboration, hoping to inspire teachers’ English vocabulary teaching practice in the future.